<i>Retracted on February 24, 2022</i>
            : The Design and Evaluation of English Class Equipped with the iClass Platform Incorporating Motivational Strategies

Li, Ming; Pan, Zhigeng; Guo-zhong, Wang; Lang, Yakun; Ma, Dezhong; Wang, Ziyuan

doi:10.1145/3465631.3465859

Cited by 1 publication

(3 citation statements)

References 2 publications

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“…Another limitation was that instructors’ teaching strategies were not documented; therefore, we are not able to comment on how instructional practices may have influenced students’ perceptions. Some studies have made connections between instructional activities and students’ MUSIC perceptions (e.g., McGinley and Jones, 2014 ; Li et al, 2021 ; Jones et al, 2022a ) and these types of analyses can be helpful to instructors who want to design instruction that motivates students. Finally, in the MUSIC model, external factors such as the culture can influence students’ MUSIC perceptions.…”

Section: Limitationsmentioning

confidence: 99%

“…In another study with a sample of students very similar to the present studies (i.e., they associated students’ MUSIC perceptions with cognitive engagement in an EL class in China), Li et al (2016) found that success and empowerment predicted cognitive engagement. In a different study with two groups of students, Li et al (2021) documented that success, empowerment, and interest predicted cognitive engagement with one group of students, and usefulness, interest, and caring predicted cognitive engagement with another group of students who received a different type of instruction. Together, these findings indicate that while success, empowerment, and interest are generally associated with cognitive engagement, these associations can vary somewhat across different EL courses in China.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…Combinations of these strategies have been shown to increase student engagement in EL courses in China. As an example, when Li et al (2021) used a novel cell phone technology in class along with a student-centered class activity (students worked in groups to create a summary of what they were learning), students reported higher MUSIC perceptions and engagement than students in a control group that listened to a teacher’s lecture. More experimental studies (such as the study by Li et al, 2021 ) would be helpful to determine how specific instructional strategies can affect students’ MUSIC perceptions and engagement.…”

Section: Teaching Implicationsmentioning

confidence: 99%

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Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

Jones

Williams

et al. 2022

Front. Psychol.

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Effective teachers create a motivational climate that engages students in course activities in ways that lead to increased learning and achievement. Although researchers have identified motivational climate variables that are associated with students’ engagement and achievement, less is known about how these variables are related in different courses and cultures. The purpose of the two studies presented in this paper was to contribute to this research literature by examining these associations within the context of college English courses in two Chinese universities. Specifically, we investigated the relationships between students’ perceptions of the motivational climate (i.e., perceptions of empowerment/autonomy, usefulness, success, interest, and caring), cognitive and behavioral engagement, and achievement. This is the first study to examine the connections between all of these variables in one path model in college English courses in China. We administered surveys at two different Chinese universities (n = 332 and 259) and used regression and path analysis to examine the relationships among the variables. We demonstrated that (a) students’ perceptions of the motivational climate were related to their cognitive engagement, (b) cognitive engagement was related to their behavioral engagement, and (c) behavioral engagement predicted their achievement. These findings are consistent with and extend the growing body of literature on motivational climate and engagement, and they highlight the importance of some motivational climate perceptions over others as significant predictors of cognitive engagement. We conclude that effective English language teachers in China do the following: help students to believe that they can be successful, trigger and maintain students’ interest, and empower students by providing them with choices in activities and assignments.

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Section: Limitationsmentioning

confidence: 99%

Section: Theoretical Implicationsmentioning

confidence: 99%